reflective knowledgeable thinkers open-minded
Historical Perspectives in the Classroom Primary historical accounts are often influenced by both the people who write them and the era in which they are written. They are always subjective: it is the role of the historian to examine their values and limitations.
1&2 STUDENTS COMPARE HISTORIOGRAPHY AND NARRATIVE CONSTRUCTION USING SOURCES PRODUCED BY INDIGENOUS AUTHORS
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Because historians must make choices about how to recount and frame events of the past, challenging dominant narratives is an important exercise. In grade 9 and 10 history classes, we analyze different historical accounts from multiple perspectives. In particular, we devote a lot of time to researching Indigenous accounts to ensure that students are exposed to Canada’s diverse and complex history. By studying multiple historical perspectives from several different Indigenous communities, students come to understand how knowledge is approached and valued. To support this process, we consulted extensively with Konwatsitsawi M. Meloche, whose organization, Vista Seminars, provides workshops aimed at examining the rich and vibrant traditions of North America’s Indigenous peoples. Working with her, Thomas Deer, and the Kahnawà:ke Cultural Center has allowed us to gather a collection of primary and secondary accounts that supplements the Quebec History and Citizenship curriculum. The resource is also used in other classes throughout the school in an age-appropriate manner. Creating and utilizing this resource has helped foster a better understanding for both teachers and students of the diverse experiences of people in North America.
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RYAN BOWLES PRE-UNIVERSITY COORDINATOR HEAD, SOCIAL SCIENCE DEPARTMENT CONNOR GIROUARD SOCIAL SCIENCE TEACHER
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